【摘要】：中職院校作為職業(yè)教育的開端，承擔(dān)著學(xué)生、家長和國家的重大責(zé)任。作為教育一線的中職教師群體，也就越來越受到重視。中職教師的個人工作績效不僅能在學(xué)生的學(xué)習(xí)中體現(xiàn)出來，也是中職院校完成職業(yè)教育職能的必要保證。積極心理學(xué)的興起，讓人們更加看重心理資本對于工作績效的影響。中職教師的主觀幸福感，即中職教師個人依據(jù)自定的標準對其生活質(zhì)量的整體的評價，對于中職教師的工作績效有怎么樣的影響需要進一步的探究。以往研究認為，教師的教育方式對于學(xué)生的全面發(fā)展有著不容忽視的影響，對于中職學(xué)生這一特殊群體，中職教師采用的教育方式是怎樣的，而這些教育方式又是否會影響工作績效呢，這也是我們要進一步研究的方向。 本研究選用Campbell編制的《主觀幸福感指數(shù)量表》、申繼亮等人編制的《中學(xué)教師教育方式量表》和鐘燕編制的教師工作績效量表，對河北省承德市200名中職教師進行了問卷調(diào)查，運用SPSS17.0對數(shù)據(jù)進行分析，其結(jié)論如下： (1)中職教師的主觀幸福感整體狀態(tài)處于中上等水平；中職教師傾向選擇民主性教育方式和專制性教育方式；中職教師的工作績效總體得分較高。 (2)從性別的角度看，女性中職教師的情感指數(shù)、生活滿意度指數(shù)和幸福指數(shù)都顯著高于男性中職教師；從中職教師的教齡來看，26年教齡以上的中職教師在生活滿意度和幸福指數(shù)上都顯著高于1-5年教齡的中職教師與6-15年的中職教師。 (3)與女性中職教師相比，男性中職教師更傾向于使用專制性教育方式；與理科中職教師相比，文科中職教師更易采用民主性教育方式；與16-25年、26年教齡以上的中職教師相比，6-15年教齡的中職教師更傾向采用民主性教育方式，同時也更不傾向采用放任性教育方式。 (4)從性別角度看，女性中職教師的關(guān)系績效和工作績效的得分均顯著高于男性中職教師；從是否擔(dān)任班主任工作的角度看，擔(dān)任班主任工如何戰(zhàn)勝學(xué)習(xí)困難職教師在關(guān)系績效的得分上顯著低于不擔(dān)任班主任工作的中職教師；從中職教師的教齡角度看，教齡在26年以上的中職教師的關(guān)系績效、任務(wù)績效和工作績效都高于教齡為1-5年，，6-15年和16-25年的中職教師。 (5)中職教師的主觀幸福感與工作績效呈顯著相關(guān)；從回歸分析中也可以看出情感指數(shù)和生活滿意度這兩個因子可以作為中職教師工作績效的有效預(yù)測指標。 (6)中職教師專制性教育方式與民主性教育方式與工作績效呈顯著正相關(guān)，是工作績效的有效預(yù)測變量。具體來說，中職教師專制性教育方式與關(guān)系績效呈顯著負相關(guān)，與任務(wù)績效和工作績效呈顯著正相關(guān)；中職教師民主性教育方式與關(guān)系績效、任務(wù)績效和工作績效總得分均呈現(xiàn)顯著的正相關(guān)。
[Abstract]:As the beginning of vocational education, secondary vocational colleges bear the great responsibility of students, parents and the state. As a front-line of education, the secondary vocational school teachers group, has been paid more and more attention. The personal work performance of secondary vocational teachers can not only be reflected in the study of students, but also the necessary guarantee for secondary vocational colleges to complete the function of vocational education. The rise of positive psychology makes people pay more attention to the influence of psychological capital on job performance. The subjective well-being of secondary vocational teachers, that is, the overall evaluation of the quality of life of secondary vocational teachers according to their own standards, needs to be further explored. Previous studies have held that the way of teachers' education has an impact on the all-round development of students. For the special group of secondary vocational students, what is the way of education adopted by secondary vocational teachers? And whether these educational methods will affect job performance, which is also the direction of further study. In this study, 200 secondary vocational teachers in Chengde City, Hebei Province were investigated by using the quantitative scale of subjective Happiness Index compiled by Campbell, the Middle School teacher Education style scale compiled by Shen Jiliang et al. And the teacher performance scale compiled by Zhong Yan. Using SPSS17.0 to analyze the data, the conclusions are as follows: (1) the overall state of subjective well-being of secondary vocational teachers is in the upper and middle level; Secondary vocational teachers tend to choose democratic education and exclusive education, and the overall score of work performance of secondary vocational teachers is higher. (2) from the perspective of gender, the emotional index, life satisfaction index and happiness index of female secondary vocational teachers are significantly higher than those of male secondary vocational teachers; From the point of view of the teaching age of secondary vocational teachers, the life satisfaction and happiness index of secondary vocational teachers over 26 years old is significantly higher than that of secondary vocational teachers with 5 years of teaching age and 6-15 years of secondary vocational teachers. (3) compared with female secondary vocational teachers, male secondary vocational teachers are more likely to use exclusive education, and liberal arts secondary vocational teachers are more likely to adopt democratic education than science secondary vocational teachers. Compared with the secondary vocational teachers over 26 years old in 16-25 years, the secondary vocational teachers who are 6 years old and 15 years old are more inclined to adopt democratic education, but also less inclined to adopt laissez-faire education. (4) from the gender point of view, the scores of relationship performance and job performance of female secondary vocational teachers are significantly higher than those of male secondary vocational teachers. From the point of view of whether or not to work as head teacher, the score of relationship performance of teachers who work as head teacher to overcome learning difficulties is significantly lower than that of middle vocational teachers who do not work as head teacher. From the point of view of the teaching age of secondary vocational teachers, the relationship performance, task performance and work performance of secondary vocational teachers with teaching age of more than 26 years are higher than those of secondary vocational teachers with teaching ages of 1-5 years, 6-15 years and 16-25 years. (5) the subjective well-being of secondary vocational teachers is significantly correlated with job performance, and it can also be seen from regression analysis that emotional index and life satisfaction can be used as effective predictors of job performance of secondary vocational teachers. (6) there is a significant positive correlation between the exclusive education mode of secondary vocational teachers and the democratic education mode and job performance, which is an effective predictive variable of job performance. Specifically speaking, the specific education style of secondary vocational teachers has a significant negative correlation with the relationship performance, and a significant positive correlation with the task performance and the work performance; There was a significant positive correlation between the democratic education style of secondary vocational school teachers and relationship performance, task performance and total job performance.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.1

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